1: Energy

1: Use evidence to explain the relationship of the speed of an object to the energy of that object.

 Sled Wars

2: Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

2.a: Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

 Conduction and Convection

2.b: Demonstrate that different objects can absorb, reflect, and/or conduct energy.

 Circuit Builder

2.c: Demonstrate that electric circuits require a complete loop through which an electric current can pass.

 Circuit Builder

3: Investigate to determine changes in energy resulting from increases or decreases in speed that occur when objects collide.

 Sled Wars

4: Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).

 Circuit Builder
 Energy Conversions
 Trebuchet

5: Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).

 Carbon Cycle
 Energy Conversions
 Greenhouse Effect

2: Waves and Their Applications in Technologies for Information Transfer

6: Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

 Waves

3: From Molecules to Organisms: Structures and Processes

9: Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

 Circulatory System
 Digestive System
 Flower Pollination

10: Obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

 Circulatory System
 Homeostasis

11: Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

 Hearing: Frequency and Volume
 Reverse the Field

4: Earth’s Systems

13: Plan and carry out investigations to examine properties of soils and soil types (e.g., color, texture, capacity to retain water, ability to support growth of plants).

 Growing Plants

Correlation last revised: 1/19/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.